Shenandoah herald. [volume] (Woodstock, Va.) 1865-1974, 1887-03-25
Communicated


difficult branch of the profession, and the |
teacher Who succeeds 90 this accomplishcs |
much. Hi. success depends largely. upon |
program-one by which he can work !
sncctually. Programs for ungradcd I
schools. caunot. f they ace TO produce the |
best results, be- general, aud therefore be
adopted Dos the teacher, The teacher Of |
each individual school must devise pro |
gram Adapted to the immediate wants Of !
his school The scope and design of tho |
program depend upon the condition Of the
school aud the methods Of teaching. An /
lldcvised program is TO a good teacher |
what a bad tool is 90 a good Workman |
Thcteacher if ho is an earnest worker, has |
au end in view, and the program Is the /
means, OF one of the means, 10y which this
end is attained. hit is so contrivcd as 10 I
give him opportunity to direct the deyel- /
opment Of the powers Of the three-fold |
nature of his pupils DO answers this great /
end
This development is the result of cul- /
mre. Culture has been defined 10 be the /
developing Of the powers Of man. Its OBJ |
iect is to give health and strength 10 the /
body skill and dextcrty in operations /
10 give strength and activity to the intel /
leclual powers. and the ability to appre- |
bend and do what j, right
Now. in any scheme OF education there /
D.. ot.I
struction; but culture is worth moro than /
instruction II is first ia order and first /
n importance. obstruction IL the i'm /
parting Of kuovlrdgo 10 the mind l. |
makes the mind mere receptacle Gull |
turc makes 10 am active energy That can F.
transform its knowledge into new prod |
nets. Many have no other idea of cduca- |
tion than instruction. Tho ability 10 ac- |
qurc knowledge is worth moro than |
knowledge imported. mere acquired |
knowledge belongs 70 us only Ikea wood |
en- Jog or wax nose. knowledge obtained |
by means of thinking resembles our nat. !
ural limbs and is the only kind that he
LONGS 10 u.s." lu his worl, the teachers
chief end should he TO lead the pupils 10
act for themselves. The process of self
development should be increased TO the
fullest extent They should be led 70
make their own Investigations aud TO
draw their own references They should
hc told a- little ~ possible and induced to
discover rs much as possible. Seli-ac'iyi-
is. the very end for which schools are cs-
tabi,hcd. +, thusatiaincd and the teacher
is rewarded
Thi. apparent depression is an attempt
10 show what the teacher should accom-
pli-h. Now, the gi-t Of what wish to
say il this that if tine program Of his
school provides, mainly, for a large num-
Der of lessons. and therefore tho time IN
recitstiou- allows but mere recital Of
unas,milatcd ideas, his failure TO attain
the great end in view viii los In proper
tiou to tine opportunities thus taken from.
For i' is only in iccit;tions that the pupils
can show and thc teacher can ascertain
what really las been learned 4 boy may
commit n memory % lesson extending
through several pages. and rccite it IN
Use minutes. and yet 20 to hs seat not
really benefited How many have their
heads check m'l of the ssles VI the text
book. and know nothing Of the methods
derived from them. and therefore cannot
make the necessary applications The
procr-, is examining the very thing the
teacher should guard against
The puri,. cannot stndy 10 the best adj
vantage without the and of the teacher
The, should NOT he permitted 10 receive
and retain false impressions aud notions
OF filings. The evil effects Of this may be
Illustrated TINS: ln our large cities We
often scc a-tranger witha well-committ'd
guido 100 his hand and get asking the nam"
of fhe street Doe Is on, or what pnbllc
buildings. &c. hr has just passed. ilay-
in, secured the service of some one 10 take
Diem aronnd. Doe soon discovers the follow
Bon. firt, that Do did not know how TO
study Dis guide. and therefore had got an
erroneous idea Of fhe plan Of the city and
lal.o impressions Of the buildings. &c,
and further That 20 get valuable iuiorma-
tion Bet must goo. or cause himself 60 be
cari,d 20 fhc important places where be-
can -,r for him.r'f II seems, then. that
r,r pupils ,hould hr taught how 20 study
as we'll a. go Doe toll what to study The
teacher should -ce 20 it that they study
with tlr understanding. ard NOT simply
with the memory.
Latino say. nc1ncIn-ion, HAT to- many
parent. anl teachers mca'urr the success
Of tbc pupil. hy The number Of lessons
.oneovcr The true standard Of measure
d. DOT boss many. nor how large but
hor well each lesson is understood.
Tho teacher should never pcryit his
pupil, 20 qni' lesson until their crude
uudicc.ied aud uua-,imilatcd ideas shall
have been Transformed into real kuowl-
/ edge All that they cannot apprchcnd or
, Doe induced 90 understand be- should ex-
plain This is DIS prcroga tive and lac can
never riehimlly give 1T mp. In order TO
do thi- the program OF his school must be
SD couirivcd rs 10 give HIM opportunity TO
introduce the universal text book, Ma
turr. Science. the Arts and the records OF
human anlirs. They abound m facts and
, Illustrations. Let him take his pupils (for
the Textbooks are so adapted) through
some valley " the tropical region, 10y the
side Of some Niagara, 10 the base of some
pyramid into some gallery Of arts. into
some legislative hall introduce them TO
some Dcmosthcncs. and, as they advance
take them Nhey will not tire) to the top
/. of some high mount where the horizon will
d rrcrde on an sides and the landscape ex-
tend beyond their sight. This and the
ossr-arching vault with its shining worlds
viii give them sorsc idea Of the vastuess
u ~ the universe. The methodIcal arrange
G. mcnt of all these things aud their wonder
FIJI adaptation to each other will suggest
. to them the power goodness, and wisdom
T. Of God. and, as the light falls upon their
n mental vision they Will cAclaim like one
orold "Lei ms build here three taberna-
# clcs, one for the Creator, one for tho teach
f. or. and one to crudition.' But he must be
Z .nfc 10 take them upon the mount
j. =. JOHNSON.
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